Take you to come to know Comenius

Time is like water, the sun and the moon are like shuttles, and in the blink of an eye, it is the key stage of preparation for the annual teacher recruitment examination, and many students are in the process of intense revision. As we all know, in the teacher recruitment examination, there are many knowledge points examined, and a lot of detailed knowledge needs to be distinguished by us when taking the exam, and today the teacher will take you to sort out the more important knowledge points in the teacher recruitment examination, that is, Comenius.

1. Knowledge links

(1) Biography and writings

Comenius was born on 28 March 1592 in the Czech Republic to a protestant family of millers to members of the Moravian Brotherhood. At the age of 12, his parents died one after another, and with the financial support of the Brotherhood, he was able to continue his education. In his own educational experience, Comenius felt the loss of children's physical, mental and intellectual resources by feudal education, and accused the school of becoming a place of terror for children and a slaughterhouse for children's talents. From then on, he was determined to reform the old feudal education. In 1650, he was invited by the Hungarian government to serve as a perennial educational consultant and opened a pan-intellectual school. During this period, Comenius created the famous textbook Illustrated World. It was the world's first textbook based on intuitive principles.

Comenius died in Amsterdam on 15 November 1670 at the age of 78. According to the Czech scholar Kafka, "His writings laid the foundations of modern pedagogy. ”

(2) On the purpose and role of education

In terms of educational teleology, Kwameches's thought also embodies the synthesis of religion and secularism, and puts forward the dual purpose of religion and secularism of education. According to the biblical view, Comenius believed that life on earth was only a transition, and that humanity's goal was to share glory and happiness with God. Everyone has a triple life and abode: the mother's womb, the earth and heaven. From the first to the second is birth; From the second to the third, it is death and resurrection; At the third age, the person enjoys eternal joy. The relationship between these triple dwellings is that the former prepares the latter. Therefore, this life is only a preparation for eternal life. The world is just our nursery, our nursery, our school. Just as a person whose limbs are fully developed when he leaves his mother's womb is happy, just as a person with a pure soul is a thousand times happier when he leaves this world. Therefore, the religious purpose of education is to prepare for eternal life.

(3) On the principle of adapting education to nature

The principle of adaptation of education to nature, or the principle of natural adaptability of education, is the dominant principle of Comenius's teaching theory. Other educational principles are derived from or based on this principle. Therefore, the principle of adapting education to nature occupies a particularly important place in Comenius's educational thought.

The principle of adapting education to nature also includes two basic connotations.

First, Comenius believed that there is a universal law or "order" in nature that guarantees the harmonious development of everything in the universe. Secondly, education according to the natural nature and age characteristics of human beings is another important connotation of the principle of adapting education to nature.

(4) On universal education and the unified academic system

In Comenius's thought, there is a strong sense of democracy, and the idea of universal education is a concentrated reflection of this feeling. Proceeding from his "pan-intellectual" ideas, Comenius, based on confidence in the educationalability of man, put forward the democratic demand for the popularization of schooling to all boys and girls.

In order to achieve the goal of universal education, Comenius put forward the idea of establishing a unified school system based on the principle of adapting education to nature and pan-intellectual thought. He believes that the 24 years from birth to adulthood can be divided into four periods: early childhood, childhood, adolescence and adolescence, each with 6 years each. Corresponding to the four stages of life are the four levels of motherhood school, Chinese school, la language school and university system.

Infancy (0 to 6 years).

Childhood (6 to 12 years old), corresponding to Chinese school.

In adolescence (12 to 18 years old), there is a Corresponding Latin School, located in every city.

In youth (18 to 24 years old), corresponding to the university, each country or province should set up 1.

(5) On the academic year system and the class teaching system

The school year system and the class system were comenius's institutional innovations in response to the chaos, disorder and inefficiency of school education at that time. In The School of Pan-Intellectualism, Comenius argues in detail about the school year system. According to the school year system, the school takes the school year as the large teaching unit, and opens and holidays at the same time in one academic year; Enrollment is held once a year and the school starts in the fall; At the end of the school year, an examination is held and only those who pass the school year can be promoted. Comenius stressed that one of the purposes of the implementation of the school year system is to strengthen the planning and orderliness of school work. He repeatedly stressed the need for a plan for school work, so that every month, week, day and hour should be carried out according to plan.

The class system is not the first of Comenius in history, but a systematic theoretical summary made by Comenius on the basis of summarizing the initial experience of implementing the class system in schools established by the old and new sects. Comenius argues the necessity and feasibility of a class system on the basis that the sun illuminates the world with its light and heat and "does not deal with any individual thing, animal, or tree alone."

Comenius was the first to systematically discuss the problems of the academic year system and the class teaching system, which provided a theoretical basis for completely changing the chaos and inefficiency of the school, which has long-term historical significance. It should be pointed out that Comenius, while recognizing the advantages of the class teaching system, did not have enough understanding of the shortcomings of the system itself. On this issue, some of his views depart from the principles of individual differences and aptitudes that have always been advocated.

(6) On teaching principles

The exposition of teaching principles and teaching methods occupies a large part of the "Great Teaching Theory", which shows the importance that Comenius attaches to teaching theory. He criticized the effort and futility of scholastic teaching at the time, arguing that a way to make the teaching work "swift, pleasant, and thorough" must be found. In The Great Pedagogy, Comenius discusses a variety of teaching principles at different levels, but some of them intersect and duplicate. We can summarize the teaching principles he discusses into the following:

1. The principle of intuitiveness

2. The principle of stimulating intellectual curiosity

3. The principle of consolidation

4. The principle of quantitative force

5. The principle of teaching according to aptitude

(7) On moral education

In terms of the content of moral education, Comenius did not follow the consistent Christian morality, but inherited the moral education ideas of the "Three Ancient Greek Philosophies", proposing to focus on cultivating the four virtues of children: perseverance, moderation, stoicism and integrity. In terms of moral education methods, Comenius also put forward some ideas on the basis of summarizing practical experience. Mainly including:

Prevention requires that moral education begin as early as possible. He emphasized: "Virtue should be taught long before evil has taken over the mind." ”

Role models require that educators, parents, nannies and classmates, who are regularly exposed to children, should set themselves up for the likeness of their lives. Teachers can also choose role models for students in books. Of all the role models, the teacher's example is the most important. If the teacher fails to lead by example and become an example, all his work will be in vain.

Practice, that is, focusing on the role of ethical behavior. Comenius said, "Virtue is learned by doing what is often right." Children should be taught "to learn obedience from obedience, from moderation to moderation, from telling the truth to being truthful." From perseverance to perseverance. ”②

The teachings and rules are to ask teachers to collect the rules of life from the Bible and the writings of philosophers for children to implement.

Discipline and Punishment. Comenius believed that discipline was indispensable for maintaining normal pedagogical order in schools. When morality is violated, teachers can appropriately employ strict discipline. However, he reminded teachers that they should be cautious and not abusive in the use of such extreme methods of corporal punishment, otherwise "the extreme situation of disobedience that should be dealt with by beatings has not yet occurred, and we have already exhausted our intellect" (3).

Second, in-depth interpretation

1. Examination question type: This part of the knowledge point, in the examination, the question type often examined is mainly based on the examination point of the memory class. It mainly examines everyone's memory of knowledge points. The main question types, with objective titles as the main, are possible with both single and multiple choice. Generally speaking, more is the relevant theory of Comenius, and the life and deeds of Comenius are rarely examined, and everyone can understand it.

2. Examination of the dots: When we memorize this part of the knowledge point, we must pay attention to strict memorization, combined with the life of the character point of view, so as to deepen the impression, deep memory.

3. Exercise of examination questions

The pragmatic teaching ideas and practices had a great influence on the teaching reform of later generations, and he emphasized in his pedagogy that all knowledge begins with perception.

A. Hurlbut B. Dewey C. Pestalozzi D. Comenius

Answer: D. Analysis: This question examines the representatives of the founding stage of pedagogy. C Comenius is known as the "father of pedagogy", in the pedagogy emphasizes that all knowledge begins with perception, the first to put forward the principle of intuitive teaching, and wrote the world's first illustrated book series of children's illustrations "World Illustration", he criticized that people who teach physics rarely use witnessed demonstrations and experiments, and his realist teaching ideas and practices have a great impact on the teaching reform of later generations. Hurlbut is known as the "father of modern pedagogy", "the father of scientific pedagogy" and "the representative figure of traditional education", puts forward the principle of educational teaching, takes ethics and psychology as the theoretical basis of pedagogy, advocates that the three centers of traditional education are teachers, teaching materials and classrooms, and divides the teaching process into four stages: clarity, association, system and method. Item B, Dewey is the founder of pragmatism philosophy and the representative figure of modern education, proposing that the essence of education is "education is life, education is growth, education is the reorganization or transformation of experience", advocating that the modern "three centers" are child centers, experience centers and activity centers, and proposing a five-step teaching method as difficulty-problem-hypothesis-verification-conclusion. C. Pestalozzi is a Swiss educator known as the "father of loving children", advocating that the primary function of education should be to promote human development, especially the development of human abilities, in addition, he was the first to put forward the idea of "educational psychology", and was also the first educator in the history of Western education to put into practice the idea of "combining education with productive labor". In summary, the above complaint is selected for this topic.